Beyond Reflective Competency

Abstract

This article explores the challenges of creating an antioppressive, transformative curriculum for hope among practicing teachers. As the authors investigate the impact of their curriculum, they discovered that although the skills of reflection, collaboration, and continuous inquiry led teachers to new insight-even change in teacher practice-it failed to inspire teachers to take an antioppressive stance in remedying oppressive practices in schools. Building on the body of literature related to the African American struggle against oppression, the authors argue that for a curriculum to be transformative, it must encourage a symbiotic relationship between hope and action. The authors conclude that audacious hope-in-action is an essential part of teaching transformatively.

Dancing on the Threshold of Meaning

“…In earlier research, Generett and Hicks (2004) studied what kind of transformation happened for former IET students. They discovered that more than anything else, IET graduates became more reflective about their practice.…”

‘Minds Were Forced Wide Open’: Black adolescents’ identity exploration in a transformative social justice class

“…TSJ education is a liberatory pedagogy intended to compel students to become social agents in their schools and communities (Generett and Hicks, 2004) and experience levels of personal transformation (Donnell, 2007). Banks (2008) describes transformative citizenship education (similar to a transformative social justice class) for youth as a way to challenge inequality in society, which he notes is particularly beneficial for young multiracial learners.…”